Formats and tools

generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.

a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students

create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x

Reference books for 'Provide ethical and pastoral advice' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)

Elements and Performance Criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Identify the issue(s)

1.1 Observe or receive knowledge of circumstances that require the provision of ethical and pastoral advice.

1.2 Identify issues and confirm if necessary through research, including internal and external consultation.

2. Analyse and research the issue(s)

2.1 Analyse circumstances and interpret and define the issue(s).

2.2 Conduct research related to the issue(s) and analyse and record findings.

2.3 Determine the pastoral and or ethical advice to be provided.

2.4 Determine the manner in which the advice will be delivered.

3. Provide ethical and pastoral advice

3.1 Provide ethical and or pastoral advice within specified time, confidentiality constraints and guidelines.

3.2 Provide advice after research and consultation.

4. Review ethical and pastoral advice

4.1 Review ethical and or pastoral advice in accordance with standard review procedures on content and delivery.